ENGLISH DIPLOMA PROGRAM FACULTY OF LETTERS AND …eprints.uns.ac.id/8182/1/215250202201211071.pdf · Dwi Puji Lestari. 2011. Teaching Descriptive English Text to 7th Grade Students

perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

TEACHING ENGLISH TO 7TH

GRADE STUDENTS

AT MTs NEGERI PLUPUH, SRAGEN

FINAL PROJECT REPORT

Submitted as a Partial Requirement on Obtaining Degree in the English

Diploma Program, Faculty of Letters and Fine Arts,

Sebelas Maret University

Dwi Puji Lestari

C9308093

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

2011


commit to user


commit to user


commit to user

MOTTO

Dreams are hard to follow, but do not let anyone tear your

dreams away.

Do not escape from the problems; just face it because you

know you can survive.

When you feel that hope is gone, look inside you and be

strong, and you’ll finally see the truth that a hero is on

you.(Mariah Carey)

God gives what you need, not what you want.


commit to user

DEDICATION

From the deep of my heart, I would like to dedicate this final project report to:

My wonderful and amazing mom (Sumiyati) and dad (Gimo Riyanto)

My self


commit to user

PREFACE

First of all, I would like to say Alhamdulillahirabbil alamin. Thanks to

Allah SWT for everything, finally I can finish this. My final project report is

based on my experience of doing the job training in MTs NEGERI PLUPUH,

SRAGEN. This is written to fulfill the requirement to obtain the English Diploma

Degree. In general, this report contains the activities of teaching descriptive

English text process and the problems come up.

The activities of teaching English are presentation and explanation,

exercise and test. The problems come up are the uncooperative students, the lack

of vocabulary and the language used in delivering the lesson.

I realize that this final project report is still far from being perfect.

Therefore, I would appreciate and accept positive advices and criticisms.

Finally, I hope that this final project report will be useful information for

all readers.

Surakarta, June 2011

Dwi Puji Lestari


commit to user

ACKNOWLEDGEMENT

Alhamdulillah. Finally, I can finish this final project report. In carrying out

this final project, I get support from many people. Therefore, I would like to

express my deepest thanks to:

1. The Dean of Faculty of Letters and Fine Arts, Sebelas Maret University,

Drs. Riyadi Santosa, M. A., for approving this report.

2. The Head of English Diploma Program, Yusuf Kurniawan, SS, M.A.

Thank you for your help during my study.

3. My Final Project supervisor, Dra. Sri Kusumo Habsari, M. Hum, PhD for

your times, advices and suggestions. Thank you very much. I do apologize

for all my faults and mistakes.

4. My academic supervisor, Dra. Endang Sri Astuti, M.S.

5. All the lecturers in English Diploma Program, thank you for all the

knowledge you deliver to me during my study.

6. The headmaster (Suparman, MM) and all the teachers in MTs NEGERI

PLUPUH SRAGEN especially for Minarso, S.Pd. Thanks for the help and

support during my job training.

7. My mom: Sumiyati and my dad: Gimo Riyanto, thank you very much for

everything, the support, the advice, the prayer and everything else. I’m

nothing without you. I do apologize for all my faults and mistakes. I

promise to be your best daughter.

8. My lovely sister, Dian Wahyu Pratiwi.


commit to user

9. A boy who has been coloring my life for more than one year. I always

want to hear the way you call me “dhek yayank”, Thank you very much

for your love, care, patient and everything. I am sorry I do not write your

name here, but I write your name in the deep of my heart.

10. All of my friends in English Diploma Program ‘08. Do not forget our

togetherness and our foolishness. Also the others I do not mention, thank

you.

11. Myself.

Everyone and everything that help me through this project, thank you so

much.

Surakarta, June 2011

Dwi Puji Lestari


commit to user

ABSTRACT

Dwi Puji Lestari. 2011. Teaching Descriptive English Text to 7th

Grade

Students at MTs NEGERI PLUPUH, SRAGEN. English Diploma Program, Faculty

of Letters and Fine Arts, Sebelas Maret University.

This final project report was written based on my experiences of doing the job

training in MTs NEGERI PLUPUH, SRAGEN started from 12 of January up to 28 of

March 2011. The aims of this final project report are to describe the process of teaching

descriptive English text to 7th grade students at MTs NEGERI PLUPUH, SRAGEN and

to describe the problems and the solutions in teaching descriptive English text.

Before teaching, I did some activities to collect date by doing an observation in

the first week of the job training. I interviewed the headmaster to get more information

about the school. I also consulted the materials that would be taught based on the syllabus

with my supervisor. I performed teaching activity in three stages: presentation and

explanation, exercise, and test.

I found some problems during the process of teaching descriptive English text.

The problems are; the uncooperative students, the lack of vocabulary and the language

used to deliver the lesson. I solved the problems by asking the uncooperative students to

sit on my chair (sit in front of the class), bringing dictionary in every English subject, and

combining English and Indonesian in deliver the lesson.


commit to user

TABLE OF CONTENT

APPROVAL OF CONSULTANT………………………………..... i

APPROVAL OF THE BOARD OF EXAMINERS……………….. ii

MOTTO………………………………………….………………… iii

DEDICATION…………………………………………………….. iv

PREFACE………………………………………………………….. v

ACKNOWLEDGEMENT..……………………………………….. vi

ABSTRACT……….……………………………………………….. viii

TABLE OF CONTENTS………………………………………….. ix

CHAPTER I: INTRODUCTION...........…………………………. 1

A. Background……………………………………….. 1

B. Objectives………….……………..………………. 3

C. Benefits………………………………………….. 3

CHAPTER II : LITERATURE REVIEW..……………………….. 4

A. Definition…………..………………………………. 4

1. Teaching………………………………….. 4

2. Learning…………….……………………… 6

B. Affective Factor of Young Learners……..………… 7

1. The internal factor…………….…………… 7

2. The external factor………………………… 8


commit to user

C. Teaching Method…………………….…………… 8

1. Grammar Translation Method…………….... 9

CHAPTER III DISCUSSION……………………………………… 11

A. General Description of School…………………….. 11

B. Job Training Activities………………………...… 12

1. Observation……………………………….. 12

2. Lesson Plan …………………...…………… 13

3. The Method………………………………… 13

4. The Materials……………………………… 14

5. Teaching Learning Activities……………… 14

C. Discussion ………………………………………… 16

1. Teaching English …………………………. 16

1. Presentation and Explanation………. 16

2. The Exercises………………………… 18

3. The Tests……………………………. 19

2. Problems and Solutions in Teaching English. 19

CHAPTER IV: CONCLUSION AND SUGGESTION .................... 22

A. Conclusion …..……………………………. 22

B. Suggestion ………………………………… 23

BIBLIOGRAPHY ............................................................................. 25

APPENDICES .................................................................................. 26


commit to user

Teaching Descriptive English Text to 7th

Grade Students at

MTs NEGERI PLUPUH, SRAGEN

Dwi Puji Lestari1

Dra. Sri Kusumo Habsari, M. Hum,.Ph,D.2

ABSTRACT

2011.. English Diploma Program, Faculty of Letters and Fine Arts,

Sebelas Maret University.

This final project report was written based on my experiences of

doing the job training in MTs NEGERI PLUPUH, SRAGEN

started from 12 of January up to 28 of March 2011. The aims of

this final project report are to describe the process of teaching

descriptive English text to 7th grade students at MTs NEGERI

PLUPUH, SRAGEN and to describe the problems and the

solutions in teaching descriptive English text.

Before teaching, I did some activities to collect date by doing an

observation in the first week of the job training. I interviewed the

headmaster to get more information about the school. I also

consulted the materials that would be taught based on the syllabus

with my supervisor. I performed teaching activity in three stages:

presentation and explanation, exercise, and test.

I found some problems during the process of teaching descriptive

English text. The problems are; the uncooperative students, the

lack of vocabulary and the language used to deliver the lesson. I

solved the problems by asking the uncooperative students to sit on

my chair (sit in front of the class), bringing dictionary in every

English subject, and combining English and Indonesian in deliver

the lesson.

1 Mahasiswa Jurusan Sastra Inggris dengan NIM C9308093

2 Dosen Pembimbing


commit to user

1

CHAPTER 1

INTRODUCTION

A. Background

In the era of globalization, English is the most significant and important

language. English makes people easier to communicate, create friendship and

exchange information.

English is also a key to open the door to scientific and technical

knowledge. For this reason, Indonesian government pays attention to English

education very seriously. English is one of the important subject that should be

thought in every level of education either formal or informal, starting from

kindergarten, elementary school, junior high school, senior high school until

university. The purposes are to motivate and to prepare students, in order to

make them ready and confident in studying every subject in the higher level.

An English teacher has an important role in teaching English. In this

case, teachers, who will teach English to the students, have to create various

activities that are motivating and encouraging. This can be done by giving the

students more practices and exercises.

The teachers give the material suitable with the syllabus. The method or

technique of teaching must be practical in class. During the lesson, the teachers

do not only explain the materials but also give exercises developed from the

materials to the students. The teachers must also have good preparation.


commit to user

2

Students do not only study English in junior high school, but also in the

previous level such as elementary school and kindergarten. In kindergarten and

elementary school or introductory level, students learn English from the simple

things. They start with learning vocabularies and several activities related to the

four basic skills in English. In junior high school, students can improve and

develop their skill in English. They learn complex texts and discuss many issues

with their partner.

I decided to take job training in MTs NEGERI PLUPUH, SRAGEN

because this institution offers a great concept of the teaching learning techniques

through a discipline way and most of the teachers are dedicated to teach

students. In MTs NEGERI PLUPUH, SRAGEN, I have an opportunity to carry

out a job training to teach English to all grades. The project, however, has only

been focused on teaching English descriptive text to 7th grade students.

Based on the experiences during the job training in MTs NEGERI

PLUPUH, SRAGEN, the title of this report is TEACHING DESCRIPTIVE

ENGLISH TEXT TO 7TH GRADE STUDENTS AT MTs NEGERI

PLUPUH, SRAGEN.


commit to user

3

B. Objectives

Based on the background description above, the objectives in this final

project report are:

1. To describe the process of teaching descriptive English text to 7th grade of

Junior High School students at MTs NEGERI PLUPUH, SRAGEN.

2. To describe the problems and the solutions of teaching descriptive English

text to 7th grade students at MTs NEGERI PLUPUH, SRAGEN.

C. Benefits

This final project report is expected to be beneficial for:

1. The English teachers in MTs NEGERI PLUPUH, SRAGEN

Hopefully, this final project report can be beneficial for English teacher in

MTs NEGERI PLUPUH, SRAGEN. They can also develop the strategy to

teach descriptive English text to 7th grade students.

2. Students of English Diploma Program of Letter and Fine Art Faculty,

Sebelas Maret University.

This final project report is expected to be beneficial for the students of

English Diploma Program. They can use this as additional information for

making other final project report.


commit to user

4

CHAPTER II

LITERATURE REVIEW

A. Definition

1. Teaching

Education is a combination of teaching and learning. Teaching is

an activity to transfer knowledge carried out by a teacher toward his/her

students in a classroom. Teaching is the most significant part of teaching-

learning process done by the teacher in conducting the subject to the

students in order to build the student’s understanding about the subject

they are learning. According to Gage, teaching is guiding, facilitating

learning, enabling the learners to learn and setting the condition for

learning. (Gage, 1964:269). Similar with Gage, Brown explains the

meaning of teaching as follow:

Teaching is showing or helping someone to learn how to do

something, giving instruction, guiding in the study of something,

providing with knowledge, causing to know or understand. (Brown,

2000:7)

In other words, based on the two quotations above, teaching is a process of

sharing the experiences, transferring or giving knowledge, skill, useful

information and important value from someone (teacher) to another

(learner).


commit to user

5

Based on the definitions mentioned above, it can be concluded that

teaching is an activity that is used to make someone know or understand

by providing knowledge, guidance, and instructions to do something. In

other words, teaching is a beneficial part for someone’s learning for

understanding something. Teaching activity is carried out by the teachers.

In this part, teachers have an important role. The teacher gives all the

materials, knowledge, and information to the students. The teacher also

helps the students to know and understand about the subject problems. The

teacher must be attractive, friendly and cooperative to get the best

interaction between the teachers and the students.

To be a good teacher is not as easy as people consider. Teacher

should not only make the lesson interesting but also must love his/

her job. To reach this, a teacher should have her/his personality and

lots of knowledge in order to teach the students attractively. And to

attract the student’s attention, a teacher should also be an

entertainer in a positive sense, not in a negative sense (Harmer,

1998: 1-2).

A good teacher can become a special motivator for students.

Teacher must be able to continuously give encouragement to the students

in order that they have strong motivation and effort to study the subject.


commit to user

6

2. Learning

Learning refers to the formal study of language rules and is a

conscious process. Apart from that, learning is also activity and

particularly experienced by the students during the process of obtaining

knowledge. Harmer stated that teaching is the way that the learning

happen and the process of transferring the knowledge, so Harmer defines

“learning is as the process of accepting the knowledge” (Harmer,

1998:33).

Learning is an activity or a work performed by students during

teaching and learning process. The students have to try their best in

practicing the exercise given by teacher. Because, many experts have

started that by practicing the exercises, the students have experiences in

teaching and learning process.

Brown defines learning not only as acquisition or getting but also

as retention of information or skill. In this concept, retention implies

storage system, memory and cognitive organization. Further, Brown also

explains that learning involves active consciousness which focuses on acts

upon events outside and inside the organism. As learning is an active

consciousness, it can be permanent but it is possible to forget. That is why

learning involves some forms as subject and it reinforces practice. The

goal of learning itself is a change in behavior (Brown, 2001:7).


commit to user

7

Based on the statements above, I can summarize that learning is a

process of acquiring or getting, memorizing, that are studied by the

learners through experiences and practices. Besides, in learning process,

the learners do not only accept the materials given by the teacher in the

classroom, but also get the knowledge or skill by practicing the exercises.

Therefore, the extremely expected outcome in teaching and learning

activity is independent active learners which are being able to find other

resources independently.

B. Affective Factor of Language Learning Process

Teaching a second language means creating a situation for students

to take a part actively in a new language environment. The entire

responsibility for creating the language environment falls on the teacher

who is teaching the language. However, the teacher can develop materials,

curriculum objectives and teaching techniques to help the process of

teaching and learning in order to increase the effectiveness of the language

classroom.

Prof. Samiati Tarjana has explained that in terms of psychology

that there are two factors that affect learning. Those factors are:

1. The Internal Factor This factor comes from the learner itself. It includes motivation, age,

personality, and previous knowledge or language background.


commit to user

8

2. The External Factor This factor comes from outside the learner. Macro and micro environment,

teacher education background, experience, teaching and learning

methodology, facilities and also physical facilities are the external factors.

The language environment encompasses everything the language learner

hears and sees in the new language. It may include a wide variety of

situations, exchanges in restaurants and stores, conversations with friends,

watching television, reading newspaper or other activities. (Samiati’s

Lecture in Psychology of Learners)

C. Teaching Method

In language teaching, there are various kinds of teaching methods.

Method is a generalized set of classroom specifications for accomplishing

linguistic objectives.

“Method is described as an overall plan for systematic presentation

of language based upon a selected approach. Methods are the main

factor for a teacher in applying the ways in the teaching process.

Techniques are the specific activities manifested in the classroom

that are consistent with a method and therefore are in harmony

with an approach as well.” (Brown: 2001:16)

All of the methods are used to support the smooth running of teaching and

learning activities to get the easier process of teaching and learning

activities. That is why each method has its own purpose and definition.


commit to user

9

1. Grammar Translation Method

At one time it was called Classical Method since it was first

used in teaching of classical language, Latin and Greek. The teaching

stressing is much focus on vocabulary than in the context of the text.

The communication in explaining material between the teacher

and the students were done by two languages: mother tongue and

target language, so it was easier for the students.

The teacher teaches the students about: the rules of grammar,

conjunction and vocabulary in this method. The teacher teaches the

vocabulary in order that they translate the sentences more easily. The

way the teacher explained the vocabulary could be translate the words

or sentences straight way or give the students clues. This could make

the students cheer up.

Grammar Translation Method focuses on writing exercise and

the students can make correct sentences. According to Brown,

“Grammar Translation Method is a method that focuses on

grammatical rules, memorization of vocabulary, several declensions

and conjunction, translation of the text and doing written exercise”.

This method is applied by giving some texts to the students and

then they translate into target language. By using Grammar Translation

Method, they can translate correctly, they also know the structure of

the sentence such as: location of subject and classification of words.


commit to user

10

This is an effective method because in one session, the teacher

can explain three materials. These materials are needed by the students

to understand grammar quickly. But sometimes, the students feel

difficult to understand these materials because they need long time to

analyze the unfamiliar words. So the teacher must have good strategies

to make the students understand more about the materials.


commit to user

11

CHAPTER III

DISCUSSION

A. General Description of School

MTs NEGERI PLUPUH, SRAGEN is located on Jl. Raya Plupuh-

Gemolong, Karangwaru, Plupuh, Sragen. This building was built on a

space of 2290m2 containing of eighteen classrooms. Besides, there are

some rooms such as the headmaster’s room, an administration room, a

biology laboratory, a computer room, a library, a mosque, two canteens

and two parking lots, one for teachers and another one for students.

MTs NEGERI PLUPUH, SRAGEN contains three different grades.

There are six classes for each grade, namely A, B, C, D, E and F classes.

This school is led by Drs. Suparman, MM as the headmaster. It has 60

teachers, six staffs and two gardeners. MTs NEGERI PLUPUH, SRAGEN

has six English teachers, every teacher teaches six classes along 30 hours

in a week. The school activities are held six days in a week and it starts

from 07.00 a.m. to 01.30. p.m. but on Friday, the school finishes at 11.00

and on Saturday until 12.45 p.m. To improve the student’s skill, there are

some of extracurricular such as computer class, scouting, dancing, sewing

and etc.


commit to user

12

B. Job Training Activities

1. Observation

I had job training in MTs NEGERI PLUPUH, SRAGEN starting

from 12 of January up to 28 of March 2011. I used my first week of job

training for doing an observation. The observation included: interviewing

the headmaster to get more information about the school, observing the

situation of the school and the three classes (VII A, VIII B, and IX D)

which I would teach.

During the orientation, I observed the class and the way my

supervisor taught the students. I observed my supervisor’s activity in

teaching English. I sat on the corner of the class and observed my

supervisor’s teaching activities. Sometimes when he asked them to work

in pairs or groups, students made noises. Although the condition was like

that, my supervisor could control them.

The VII A class had one brown painted door and white painted

wall. This class also had three windows that could make the students feel

fresh. There were also two boards, one white board and one black board.

This class had 16 tables and 32 chairs for the students and one table and

one chair for teacher. This classroom condition was good for supporting

the teaching and learning activities. The condition was similar to all

classes. The difference was only the total of the students.


commit to user

13

2. Lesson Plan

In teaching the first grade students of MTs NEGERI PLUPUH,

SRAGEN, I had to prepare the lesson plan. Lesson plan was a plan made

by the teacher to support the teaching learning process. Usually the

teacher made the lesson plan and it had to be approved by headmaster.

There were some points in the lesson plan. They were basic competence,

indicator, teaching and learning activities material, media, tools, books,

assessment and teacher’s note. It was essential and useful for me to make

lesson plan before doing the practice. Lesson plan could help me to write

the points that will be taught in sequence in the class. Lesson plan could

also be a reminder if I forgot the topic. I usually took the materials from

the books and before I used it, I consulted it to my supervisor.

3. The Method

Teaching English in MTS NEGERI PLUPUH, SRAGEN applies

integrated system to cover all skills. I used Grammar Translation Method

when I taught descriptive text to the 7th grade students in MTs Negeri

Plupuh, Sragen. This method was suitable for the students because this

method was easy to develop and could be objectively scored, but speech

is neglected. The Grammar Translation Method lays emphasize on

reading and writing. Integrated skills which are based on the Grammar

Translation Method means that student will be motivated to improve

their language skills if they are given chances to use the target language


commit to user

14

for the purpose of pursuing what they are interested in. By using a well

integrated material, the English teachers are guided to implement the

integrated English skills in the classroom as an attempt to provide the

students with an interesting and motivating lesson. The integrated skill is

designed for the development of student’s skills in grammar, vocabulary

and writing.

4. The Materials

In teaching English, some materials were needed to support the

teaching learning process. I used books as reference when I taught them.

Books had an important role to help the students in knowing and

understanding the lesson. There were some resources of English books

that I used as reference. Those books were: Practice Your English

Competence for first grade by Nur Zaida and Developing Competence in

English for first grade by Agus Widyantoro.

These books were based on contextual and competence curriculum.

These books also focused on how to improve the students’ skills in

English namely reading, speaking, listening and writing. The students

were required on practicing the topics such as making dialogues, writing

stories, telling stories, etc.

5. Teaching Learning Activities

If I taught at the first period, I asked them to pray together, or if I

taught not at first period, I said loudly “I count to ten, tidy up your

clothes and sit on your chair!” It made them pay attention to me. After


commit to user

15

that, I began the lesson by discussing the previous lesson. It made the

students remember the last material and it could be a measurement

whether they understood or not about the last material. Then, I continued

with a new topic. Before I started to explain the new material, I asked

them some questions related to the new topic. It was used to know how

far they knew the new topic.

The next step, I asked them to open their book that we were

discussing the topic about. I asked them to read the text, find difficult

words and translate it into Indonesian. This way made them more active.

I asked them the meaning of difficult words that they have translated

from dictionary. If there were students who answered the meaning of

difficult word correctly, I gave her/him an additional score. To make

them understand more of the text, I asked some students to tell about his/

her friends’ description.

For example, I asked Suci to tell about Ajib: How is Ajib’s

performance, what about his hair (straight or curly), and how is Ajib’s

body, etc. so, Suci got additional score.

Then, I explained the material. In this chance, I explained about

descriptive text including the meaning of descriptive, the general

structure of descriptive, the example of descriptive and how to make a

descriptive text. After finishing explaining the material, I gave the

students another example of descriptive text and asked them to analyze

the text. I also asked some questions to know how far the students


commit to user

16

understood the material I had been given. If the students had understood

the material, I gave them exercises and asked them to do it in pairs or

groups. It trained them to cooperate with their friends and made them

interested in doing the exercises. I gave them two individual exercises,

exercise which did in class and another one for their homework.

C. Discussion

1. Teaching English to 7th grade students

In teaching English text to the first grade students of MTs NEGERI

PLUPUH, SRAGEN, I had to prepare materials, method and steps of the

class activity before teaching. From observation during the job training, I

presented that teaching English to the first grade students could be described

as these following steps:

a. Presentation and Explanation

In teaching process, the first thing I did was asking some questions to

the students about the last material. It was to repeat the material before and

made the students remember the last material. It was also intended to know

how far the student understood the last material.

The next step, I gave some motivations to the students by telling

them a story. It made the students encourage studying well and focused their

attention to me. Then, I asked them some questions related to the material

that would be taught. I continued to give the objective of learning this

material and gave clear explanation about the new topic. I explained the


commit to user

17

materials based on the textbook. In teaching process to the first grade

students, the topics were focused in reading text such as descriptive,

narrative and procedure text.

I gave them an example of descriptive text. After that, I asked the

students to read and translate the text. To make them easy to translate, I

usually asked them to bring dictionary in every English subject. Then, I

asked some questions related to the text and I gave additional score if there

were students who answered my question correctly. It was intended to

motivate them to study English and also purposed to know the student’s

progress whether they understood or not about the text.

In teaching English to the first grade students, I should give a clear

explanation to the students. Sometimes, I used Indonesian to make them

understand more about the lesson.

During two months doing job training, I had four meetings or one-

chapter material to teach English to VIIA students. I had a meeting to have a

test. The English textbooks used are Practice Your English Competence for

first grade and Developing Competence in English for first grade.

I described the schedule of teaching activity to VII A students as

follow: In the first meeting on Saturday February 12, 2011 at 07.00 a.m., I

introduced myself and continued teaching simple present tense. In teaching

this lesson, I explained the usage of simple present tense form and explained

the change of positive form to negative form of simple present tense.


commit to user

18

In the second meeting on Tuesday February 15, 2011 at 10.00 a.m. I

discussed the last material and continued to explain yes and no question

(simple present tense) in sentences.

On Friday 18, 2011, in the third meeting, I taught descriptive text. I

gave them some descriptive texts taken from books. I asked them to translate

the texts and discuss to their partner. I helped them if they could not

translate the meaning of the words.

In the fourth meeting, I asked them to make the description of

themselves in Indonesian, for example their name, age and hobby. After

they prepared the descriptive Indonesian text, they translated it into English.

It could make them easily understand the simple descriptive English text. At

first they translated, I checked their translation. There were various mistakes

they made, but it did not matter because they were still in the process of

learning. I motivated them to make a better translation by giving the more

simple texts.

b. The Exercises

Exercises were one of the processes in teaching and learning. When I

taught English at MTs NEGERI PLUPUH, SRAGEN, I always gave my

students exercises after presenting and explaining the material. I asked my

students to make a text related to the material. This exercise was used to

know whether the students understand and were able to produce text based

on the example correctly. Another exercise was making a dialogue related to


commit to user

19

the material in pairs and after that I asked them to present their dialogue in

front of the class. This was for their speaking skill.

c. The Tests

The test was given on Friday 24, 2011 during one lesson-hour (40

minutes). The first test was arranging the jumbled sentences into a good

descriptive paragraph. They were good in this exercise. Then in the second

test, I gave them a piece of paper each to write the description about them:

name, age, siblings and hobby.

d. Problems and solutions in Teaching English

In teaching the first grade students of junior high school, I faced

many different characteristics. Sometimes, there were some students who

did not produce good attitude during the lesson such as acting

uncooperatively and disturbing their friend. I tried to solve this problem by

pointing out the uncooperative students to answer the question or I asked

her/him to ask to me, not to their friend because it would disturb the friend’s

concentration. Then, the uncooperative students could realize about the

mistake they had been done. The second effort to solve this problem was I

gave punishment to the uncooperative students. The punishment was I asked

that student to sit in front of the class or sit on my chair. It discouraged them

and they did not make their mistake again.

Another problem was lack of vocabulary. Some students were poor

in vocabulary. My solution for this problem was asking them to bring

dictionary during English subject and also gave them more texts in order to


commit to user

20

increase their vocabularies. Dictionary made them easily understand the

meaning of the words. I also helped them to translate some words

contextually. I also encouraged them to write notes on their note book or

handbook about the difficult words. Sometimes, I provided some pictures

and translated the meaning Indonesian.

The usage of the language also became a problem for me. Sometimes

I combined the English and Indonesian in teaching process, some students

understood what I meant, but they were silent and I did not know whether

they understood or not. For example if I had finished my explanation, I

asked them “GET IT?” they answered “YESS MISS”. I also encouraged

them to ask me about the topic and the difficult words that they did not

understand. Then, I explained again until all of the students understood all of

the materials I had already presented.

In conclusion, I faced many problems during the job training

activities. The biggest problem came from the students, for instance they did

not pay attention when I explained the lesson, and they talked with their

friends, moved around and disturbed their friends. But I could handle the

problem by asking them some questions related to the materials I had

already presented. It would make the students keep focus on me and my

explanation.


commit to user

22

CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

MTs NEGERI PLUPUH, SRAGEN is located on Jl. Raya Plupuh-

Gemolong, Karangwaru, Plupuh, Sragen. I took job training at this school for one

month 12 of January up to 28 of March 2011.

During the job training, I took some activities, for instance: observing the

class, making lesson plan and teaching English. The method used when I taught

English at MTs NEGERI PLUPUH, SRAGEN was Grammar Translation Method.

The process of teaching and learning here were divided into three parts:

presentation and explanation, exercise and test. I explained the definition of

descriptive text to the students. It was to make the students understand the topic

that would be learnt. After explaining the definition, I gave the example to make

the students understand more. I asked them some questions about the topic and the

difficult words and if there were any students who answered my questions

correctly, I gave him/her additional mark. The test was making simple descriptive

English text; it was about their name, nickname, siblings and hobby.

The problems came up during the job training was uncooperative students,

lack of vocabulary, and the usage of language to deliver the lesson. I tried to solve


commit to user

23

the uncooperative students by asking him/her some questions related to the topic

or I asked him/her sit in front of the class (on my chair).

Some students showed their lack of vocabulary, my solution was to give

them more texts and ask them to translate difficult words. I also motivated them to

write the difficult words on their note book and encouraged them to bring the

dictionary in every English subject. I also encouraged them to ask me which part

of the material they did not understand.

Another problem came up during the job training was the usage of

language. The students did not understand if I used English in explaining

materials, my solution to this problem was combining English and Indonesian to

explain the lesson.

B. Suggestion

Based on the conclusion above, I have some suggestion as follows:

1. To the English teachers of MTs NEGERI PLUPUH, SRAGEN:

a. Encourage the students to use English in every English subject. It can increase

their speaking skill.

b. Provide more English books in the library, so that the students can read many

references.

c. Give personal approach to the students because there are some students who

are afraid to ask about the material, either in or outside class, so personal

approach is the effective way to solve it.

d. Provide various media for the students to learn English individually.


commit to user

24

2. To the students of MTs NEGERI PLUPUH, SRAGEN:

a. The students should not make some noises when the teacher explains the

materials.

b. The students should be aware that English is very important because English

is an international language. Most of knowledge and information are written in

English, so the students should master English.

3. To the students of English Diploma Program:

In writing final project report, do it yourself and be creative, do not write final

project report by cheating or doing plagiarism.

Documents

ENGLISH DIPLOMA PROGRAM FACULTY OF LETTERS AND …eprints.uns.ac.id/8182/1/215250202201211071.pdf · Dwi Puji Lestari. 2011. Teaching Descriptive English Text to 7th Grade Students